Abstract
The present article has as an objective to make a historical contextualization in relation to the teacher’s formation of the Primary school teachers in Brazil and in the state of Minas Gerais, with emphasis on the rural and school teachers. As a methodological procedure, we used the bibliographic research on the topic. The article discusses the weaknesses in relation to the public policies directed to the farmer and the “interest” to invest in the rural education. On behalf of the speech to reverse the “backwardness” of agriculture, to lay the man in the countryside, to reduce the existing illiteracy, as well as modernizing the country, was created specific institutions for teacher’s training in some Brazilian states and among them Minas Gerais. As result, has become very clear that the concern with Rural Education in Minas Gerais became evident after 1950, time from which began to be observed the need to train rural teachers, provided with specific knowledge and contextualized to be able to develop a process of civilization of the rural environment. It can be assumed, through observation that Brazilian public policies have presented fragility regarding to Rural Education, developing slowly, disconnected and delayed in relation to urban educational initiatives.
Highlights
The present article has as an objective to make a historical contextualization in relation to the teacher’s formation of the Primary school teachers in Brazil and in the state of Minas Gerais, with emphasis on the rural and school teachers
En nombre del discurso de reverter el “atraso” de la agricultura, de fijar al hombre rural en el campo, de disminuir el analfabetismo existente, bien como modernizar el país, fueron creadas instituciones específicas para la formación de profesores rurales en algunos Estados brasileños y, entre ellos, Minas Gerais
Para compreender a Educação do Estado no meio rural-Traços de uma trajetória
Summary
O artigo discute as fragilidades em relação às políticas públicas voltadas para o homem do campo e o “interesse” de se investir na Educação Rural. Em nome do discurso de reverter o “atraso” da agricultura, de fixar o homem rural no campo, de diminuir o analfabetismo existente, bem como modernizar o país, foram criadas instituições específicas para a formação de professores rurais em alguns Estados brasileiros, e, entre eles, Minas Gerais. Evidenciou-se que a preocupação com a Educação Rural em Minas Gerais tornou-se evidente após 1950, momento a partir do qual começou a se observada a necessidade de se formar os professores rurais, providos de conhecimento específicos e contextualizados para poderem desenvolver um processo de civilização do ambiente rural. Palavras chave: Educação Rural, Formação de Professores Rurais, Políticas Públicas, Minas Gerais. A formação do professor rural em Minas Gerais: casos e (des) casos
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